Childminder

Childminder

Unique reference number (URN): 2801495 Registered with Ofsted: 05/09/2024 Registers: EYR, CCR

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children, including those with special educational needs and/or disabilities, make rapid progress from their starting points, specifically in communication and language. Children are equipped with the language they need to express themselves, which is demonstrated as they confidently share emotions and ask for help when needed. Children who speak English as an additional language quickly become confident communicators.

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Achievement Strong standard

Mathematics is deeply embedded. Children match shapes, name colours and have opportunities to measure during daily water play. Children have excellent listening, turn- taking and collaboration skills. They develop resilience and perseverance and keep trying when they find solving a puzzle difficult. Children proudly celebrate their achievements, showing clear pride in their growing knowledge and abilities. Children become very confident at managing their own needs as their independence skills grow. For example, they learn from an early age to recognise their name and play an active role at mealtimes. This gives them a sense of purpose and belonging and prepares them very well for life in the wider world.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides a highly respectful environment where everybody listens to each other and children's views are genuinely valued. The childminder actively seeks children's views and opinions, and together they plan for the activities. She consistently teaches children to work together to complete routine tasks, such as tidying up, and they share resources well during planned activities. This supports children to develop the excellent social skills needed for life in the wider world.

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Behaviour, attitudes and establishing routines Strong standard

The childminder nurtures warm, trusting relationships with children, reflected in the shared laughter and easy, joyful interactions between them. Children benefit from clear and consistent expectations that reflect their age and stage of development. As a result, they feel safe and develop positive attitudes to learning. During adult-led activities, children listen attentively and sit patiently while their friends choose songs and stories. They respond well to the childminder's instructions, remain engaged in activities and consistently show kindness to each other.

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Behaviour, attitudes and establishing routines Strong standard

Children openly express their thoughts because they feel safe, unique and valued. This high level of emotional security gives them a deep sense of belonging. The childminder has rigorous policies in place to promote attendance and punctuality to support children and families to develop positive habits for their future education.

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Children's welfare and wellbeing Strong standard

The childminder has children's wellbeing and individual needs at the heart of her practice. She develops secure and trusting relationships with children, who confidently turn to her for support when they need it. Children learn to recognise and express their emotions in age- appropriate ways. The childminder builds on the close bonds she has with children, some who speak more than one language at home, teaching them the language to express how they are feeling. Through gentle support, she guides them to manage their responses, for example when they feel overwhelmed.

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Children's welfare and wellbeing Strong standard

Children's emotional wellbeing is given high priority. This prepares them very well for the next stage of their education and life in the wider world. The effective implementation of personalised plans for children with special educational needs and/or disabilities helps them to regulate their feelings and behaviour in everyday situations. The childminder is highly skilled at allowing children to learn at their own pace, particularly children with barriers to their learning.

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Children's welfare and wellbeing Strong standard

Children begin to make healthy choices for themselves. They display a growing awareness of their physical development and personal safety. For example, children demonstrate an understanding of road safety on a walk around their local community. Children, from the youngest age, begin to make healthy choices and learn the importance of fresh air and exercise. Daily routines, such as toothbrushing and mealtimes, are adapted to meet each child's individual needs.

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Curriculum and teaching Strong standard

The childminder provides all children with a well-sequenced, inclusive curriculum that builds the skills they need to be very well prepared for the next stage of their education. This includes children who speak English as an additional language and children who face barriers to their learning. The childminder has a thorough understanding of child development and her key curriculum priorities. She meticulously assesses children's learning and adapts activities to meet their needs, working in partnership with parents and carers.

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Curriculum and teaching Strong standard

The childminder makes the most of every teaching opportunity to develop children's reasoning and understanding. She continually builds on what children know and can do and extends their understanding of the world. For example, she explains that plants use their roots to drink water as children monitor their growth. She promotes language extremely well, using visual cues and sign language. She extends older children's vocabulary with words such as 'decay' and tooth 'cavity'. The childminder uses children's interests to engage them in learning. She supports all children, including those with speech delay, to develop their language skills, working alongside external advisers when needed.

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Curriculum and teaching Strong standard

The childminder develops children's early mathematical understanding through practical, hands-on experiences. She introduces concepts such as number, size, comparison and quantity in meaningful contexts, helping children develop secure understanding before applying these skills independently in play. She offers many opportunities, including attending local playgroups, for children to develop their confidence and social skills.

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Inclusion Strong standard

The childminder has consistently high aspirations for every child's development. She adapts daily routines flexibly to meet individual needs, ensuring that each child feels secure, valued and able to thrive. The childminder is committed to helping all children make secure progress, regardless of their starting points. The childminder demonstrates strong practice in identifying emerging special educational needs and/or disabilities at the earliest opportunity. By working closely with parents and carers, and collaborating effectively with external professionals, she ensures that children receive timely and targeted support.

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Inclusion Strong standard

The childminder ensures parents are fully informed on how funding is used to resource learning experiences, so that all children can access and participate fully in planned activities. She has a secure knowledge and understanding of how to use funding to support children from disadvantaged backgrounds. The childminder builds on what children already know and can do, extending their learning through purposeful activities.

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Inclusion Strong standard

The childminder enriches children's experiences through community outings, which broaden their social awareness and understanding of the wider world. She uses her knowledge and experience to help every child flourish. As a result, children, including those who speak English as an additional language, make secure progress across all areas of development.

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Leadership and governance Strong standard

The childminder embeds high expectations throughout the setting, and this has a positive impact on children's education and care. Decisions are consistently made in the best interests of children, including those with special educational needs and/or disabilities and those who speak English as an additional language. Funding is used to enrich children's experiences, including focused experiences that celebrate cultural traditions, enhancing children's sense of identity and belonging.

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Leadership and governance Strong standard

The childminder works in close partnership with parents and carers and other professionals involved in children's care. She shares practical ideas to help parents extend children's learning at home. When she identifies emerging gaps in children's development or learning, she acts promptly, discussing these with parents in a sensitive and informed way and offering strategies that support children to make progress. Parents highly value her knowledge and feel well informed about their children's development, contributing to a collaborative approach to learning.

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Leadership and governance Strong standard

The childminder is a reflective practitioner who continually evaluates the quality of her provision. She securely identifies areas of strength in her practice and actively seeks feedback from parents about her provision, which she uses to identify areas for improvement. However, she is less confident in recognising areas for future improvement in order to build on the quality of her provision even further. Furthermore, professional development opportunities are not always precisely matched to improvement priorities to ensure the very best possible outcomes for children. The childminder prepares children for transitions to other settings and supports attendance by offering flexible routines.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children thrive in the deeply nurturing care of the experienced childminder who actively listens to them and seeks their views. This gives children, including those with special educational needs and/or disabilities and children who speak English as an additional language, a very clear sense of belonging and confidence to express themselves in a safe environment. Children work together and play happily in a highly respectful setting where they are skilfully guided to complete tasks. For example, children tidy up and set out the table for snack together. They confidently turn to the childminder for support to resolve minor disagreements. She helps children with this in age-appropriate ways. This gives children the social skills they need and helps develop their problem-solving skills well.

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What it's like to be a child at this setting

Children's days are full of active learning and exploration. They happily engage in an inclusive curriculum that is carefully designed and effectively delivered to match individual needs. They anticipate and eagerly participate in daily healthy mealtimes, music and movement sessions, and nursery rhyme and story times. Children benefit from consistent and predictable routines. Children learn outside every day for extended periods of time. They plant seeds, paint, role play and take part in a variety of local playgroup sessions. Children develop curiosity and positive attitudes towards different lifestyles and traditions from an early age as they explore the rich cultural diversity in their own local area. These experiences support them to develop knowledge and skills across all areas of learning and development.

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What it's like to be a child at this setting

Children develop very close and trusting relationships with the childminder and their friends. They behave well, showing kindness and care for one another. They learn how to risk

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 16:30,Friday : 09:30 - 14:30

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Facts and figures used on inspection

assess their play and develop an understanding of road safety. Children are well prepared for the next stage in their education, including school, when the time comes. The childminder has secure parent partnerships and clear procedures for promoting attendance.

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Next steps

The childminder should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with the childminder, parents and children during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage. This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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